1. Topic-
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2. Content-
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Statement 1: The Conditional Mood regards the action as not factually
occurring in reality, but only as a result of a potential fulfillment
of some condition (unreality).
Statement 2: The Perfect Conditional is formed with aid of auxiliary
modal verbs (should or would+ have+ past participle form of the verb)
to express hypothetical outcomes, which may have occurred in the past
and can no longer take place or actually be achieved.
Statement 3: The Present Conditional (should or would + base verb
without to) portrays hypothetical situations, reporting what someone
said, and supposing a certain condition.
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3. Goals: Aims/Outcomes-
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1.To master the conditional mood and its types.
2.To be able to contrast the conditional mood and the indicative present
3.To be able to understand the perfect conditional |
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4. Objectives-
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1.Mastering conditional
2.Conditional Perfect
3.Conditional Present |
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5. Materials and Aids-
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ESL books. Piece of writing. |
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6. Procedures/Methods-
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A. Introduction-
Where does it all start and how do we get it going? |
B. Development-
3. Producing Questions PROCESS
step 1: Teacher, Instructor, Facilitator 2 minutes
The question focus is a prompt presented in the form of a statement,
a visual or aural aid, by the facilitator to the students. These,
in turn, take the statement and converted it into questions. The statement
serves as a road map for students to go by and find questions, on
their own, on different topics and themes. Grammar points in this
case.
step 2: Students, participants (they produce questions) 3 minutes
Students will have to come up with the questions by themselves without
the help from the instructor, following the model, from the statement
or topic provided. The four rules are: 1. Ss ask as many questions
as they can; 2. they're not to stop, to discuss, judge, or answer
any of the questions; 3. Ss write down every question exactly as it
was stated; 4. and they must change any statements into questions.
Before students start generating their questions, the teacher introduces
the rules and asks the students to think about and discuss possible
challenges in following them. Once the students get to work, the rules
provide a firm structure for an open-ended thinking process. Students
are able to generate questions and think more broadly than they would
have if they had not been guided by the rules.
Step 3: Students refine their questions 5 minutes
Students work in improving their questions by analyzing the differences
between open and closed-ended questions, and by practicing changes
from one type of question to the other. First the instructor or facilitator
introduces the definitions of closed and open ended questions. The
students use these definitions to categorize the list of questions
they have just produced into either one of the two categories. The
instructor discusses the advantages and disadvantages associated with
closed and open end questions. Finally the instructor asks the students
to modify an open end question to a closed end one and vice-versa.
Closed end question - they are questions that can be answered with
a "yes" or "no" or with one word; Open - ended questions "
they are questions that require explanations. Procedure:
- First, students review the list and identify the closed ended
questions with a "C" and the open ended with an "O."
- Second, they think about and name the advantages and disadvantages
of asking each type of question.
- They will see that there is value in asking both types of questions.
- Third, practice changing questions from one type to another. Changing
the questions will help you learn how to edit your questions to meet
your purpose.
Step 4: Students, writers prioritize their questions
At this step students prioritize their questions, based on instructors'
criteria. An example would be, for instance, for the students to choose
three questions related to the central theme of the lesson. They all
focus on the central idea. Students begin to think collectively, rather
than individually. At this point we have the 3 statements above in
2) to work with.
1.
2.
3. |
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C. Practice-
1.Step 5: Students will have to decide on the next steps 3 minutes
They decide in unison how to use the prioritized questions produced
by all groups in the class. After a brief class discussion they all,
including the instructor agree on which question or questions to pick
for discussions. For instance in an ESL class: Statement: The Conditional
Mood regards the action as not factually occurring in reality, but
only as a result of a potential fulfillment of some fictional condition
(conditional 2 and 3)." What about conditional 0, and 1?"
"Why is zero conditional much different from the first conditional?"
" What is the relation in between the indicative present and the conditional
zero?" " Why is would or should left out from the zero conditional?"
" What is the conditional anyway?" Here the answer could be the next
statement, from which more questions can be generated:
" The Present Conditional (should or would + base verb without to)
portrays hypothetical situations, reporting what someone said, and
supposing a certain condition." " When do we use conditional?" " Is
conditional a mood or a tense?" " What does a conditional mood express?
" "How many types of conditional are there?" "Can a conditional mood
be formed without "if" statement?" "If so, how?" Give us some examples.
Is the expression, without if: "had I known the facts, I would complain,"
an example of a conditional situation? "If it is or it isn't explain
why is that so? " "What is the main statement in the expression depicted
above without if? " So, from the first two underscored grammar points,
a myriad of questions can follow, leading to a very rich conditional
discussions.
Step 6: Wrap up. Students identify the purpose of questions they have
learned. 5 minutes
The instructor/facilitator go over the steps and provides students
with an opportunity to review what they have learned by producing,
prioritizing, and improving their questions. The QFT, through its
inquisitive nature, can help students see what they have come up with,
and how it contributed to their way of thinking and learning. Students
can digest the QFT process and then apply it in many other situations.
Here the purpose is obviously, for students to learn how to deal with
different conditional types (0,1,2,and 3) and learn the particularities
of the conditional mood, which show the way, manner and mode how a
thought process is expressed and contrasted the conditional with Indicative
Mood. The Indicative Mood relates to the action as actually happening
in reality as a true fact, expressing an assertion, a denial or a
question. The indicative mood is the most prevalent tense in English.
The perfect conditional expresses hypothetical outcomes, which may
have occurred in the past and can no longer take place or actually
be achieved. |
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8. Teacher Reflection-
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Step 7. Reflection 3 minutes
Did I accomplish what I was set out to do? What did go right? What
went wrong, and why? Were all the questions answered? Did the students
understand the lesson? Did they satisfy the instructor through the
CCQ's (Concept Check Questions) used to make sure they understood?
Did students learn enough to be able to use the questions in different
situations? What are the areas that need further improvements? Were
the voice, tone, and the body language applied effectively by the
students, while questioning? And what about the answers? Did they
satisfy the questions? Is there any further research needed to strengthen
the process? Are there other instructors that might be in the same
position? Is an assessment needed to prove the concept? Are the fundamentals
in place? What is the strategy that I must use on next class to help
those that didn't quite grasp the QFT's concept? Were the QFT's rule
followed? If not, what can be done to correct for that?
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